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Program of exercises for North Carolina Day

North Carolina Day, Aycock School Improvement Day Program of Exercises, Friday December 19, 1919

PROGRAM OF EXERCISE FOR NORTH CAROLINA
DAY FRIDAY, DECEMBER/9, 1919
-
I
/
11.·l~ZOY
North Carolin. St. t. Libr;.ry
aaI.igh
N. C
DOc.
North Carolina Day
Aycock School Improvement Day
PROGRAM OF EXERCISES
FRIDAY, DECEMBER 19
1919
"T~ .oto"i right 61 .".." <AUti " .......
.... ... "IA u> A<l1I. IA. 6""",,1>,,01', u>
I>o<rg_ Oil' ...u tA .... ;" ..,ilhi" ... i .... •
CUARLa B. A YCOCK.
'Mua "'0" Til l O",CII 0 ..
&TAft Sur ..... t<USIlEJ<T 0' Pt;8UC 1!<ImICUCT'Iol<
R At.alOU. N. C.
[RQOLUTION No. 58, SIIMION 1019.}
JOINT RESOl~UTION "~O R THE PROPER OBSERVANCE OF THE srx­TIFITIl
l}IRTElDAY OF CUAIH.ES DRA:>\TLEY AYCOCK IN THE
PUBLIC SCHOOLS O"~ TAE STATE.
/(CBo/vca 11/1 thc SelJalc, 1116 J{OU80 01 RcprcsClilallvcB COllcurring:
Wherens the people or North enrollnu lln,-e just rc.,lstered by nn over­whelming
mnJority Ihelr nllllro\"nI or a ehunge In tile Constitution ot tbe
Stnte to Increuse the minimum scllool term In every pullile school ulstrlet
from four 10 six month~; nnd
Wherens lhe State should recognIze thnt the triumph ot tbls metlsurc I~
dul' In 110 smull (leg-ree to tho Inbors or the lute " 1~duentionR I Governor of
North CltI"OthUl,'· Ch nrles Urnntiey Aycock; und
WbereRS It I.s dcslrnble, In ortler further 10 strcngthcu nnd dcvelol) our
Imblle SChool SYSh!lll, thut tile Ilutrons of the schools should u!:IS(!mble nnd
counsel togcther from time to time ou mntters rclutlng to the belJt Inier-cst!:i
ot thc schOOls: Therefore, be It
UCBo/ved:
S~:cTIO~ 1. 'I'hnt liIe Stnle Superintendent ot Pnhlle I nstruction Is hereby
nuthorlzetl nud emlJoOWered to nrrum:e for the olJsen'uncc lIy ull IlIltrOlls nnd
pupils of 011 Imhlle schools In this StrHe In Ko,·emher of Ihls year Ihe I' IXUetll
nnnl\"crsury of Ihe 1I1rth ot Clmrles DrllutIcy Aycock. on stich dnte IlII mny be
se!ecled by such Stn le Superlntcndent of l'ullIle lnl<t ructioll, 10 be known IlS
"_-\yeo<:k School JllIllrOl'ClUcut Dny"; llnd to IlUhll!;h j)rograms. clrculnrs.,
IlUmphlctl', Bug-gesllug WH)"S uud means wherchy the local Bchool limy lengthen
lUI tcrm. Increasc the nnmher of Us tenchcrs. IlIIllrOI·C nnd ileuutlfy Its hulld­tng:
allU /,rrouutls anu enrich the Hie ot the community.
SEC. 2. Thnt on thIs. dny the school onIcluls In cuch school dIstrict Khnll
rcceh·e Offerings from citizens nud pupils tor the erection of tile l)r OllMC(l
monumeut to the Inte Chu rl es. B. Ayt'OCk. which fuuds. Khllll lie lurncd Ol·cr
for thnt purpose to the Stule TrenllUl"er, trC,lsurer of the ··Aycock Mellloriul
l~ulld."
Soo. 3. Thnt Arbor Dny exerclsC!! In one Ihousnrd nine hundred nlld nine­tccn
shnll be obser\"ed os II IlIlrt of the progrnm of "Aycock School Jinjl rovc­Ulent
Duy·' lustcutl or Oil the dnte usunlly set npnrt for thnt llUf\JOSe.
Untitled this 10th uny ot Mnrch, A. D. 10m.
•
PREFACE
The last General Assembly by n Ullunimous vote untllorizcd the State
Superintendent of Public Instruction to set apart n day ill No\'cmoor,
or such date ns may btl sclcetoo by him, to be known as "Aycock School
Improvement Day." Since u lurgc number of schools arc just opening
ill K oycmbcr, it wus deemed advisable to set apart. 11 duy in December
and combine "Aycock School Improvement Day," "North Carolina
Day," und "Arbor Day." DQ(:crnoor 19th, therefore, is set apart as the
most suitable date for commemorating the sCl'vices of the Into Governor
Charles B. Aycock, and for tnking an innmtol'Y of Ollr eUucatiouui ussets
and planning for the futmc.
We urc llOW entering nn educational era thllt has large possibilitil's
for the children of the State, the Constitutional Amendmellt, the new
school mllehinery, lind the unprecedented enthusiasm for education
should cause patriotic pcople everywhere to pfluse one day and pay n
tribute to the olle mun who is most responsible, perhaps, for this new
day. All t.he people of the community should be illl'ited to nttend the
exercises on this day lind to help make it II success.
'fhe program has been arranged so liS to de\·ote the first part to a
revicw of the serv ices of Ohadcs Brantley Aycock, our Educational
Govornor, the second part to the ways and meaus of impl'oving the
public school system, nnd the third part to the lIeed of planting and
preserving trees. The three furnish ample material for an excellent
program for a School Impl·ovement Day, and the tencher should select
mnteriul from this bulletin so as to make a well unified progl'3m that
will makc School Improvement Day the ccntral theme.
Before the day appears, teachers sllOuld urge the chi ldren to be pre-­pared
to make u contribution on "Aycock School I mprovement Day"
to the "Aycock Memorial Fund." The treasurer of that fund hns now
in hund about $10,000 Dnd the desire is to raise through the schools at
Icust $5,000 morc. Each county cun easily determine its proportional
part by finding thnt eounty '~ per ecmt of the total number of children
of the State. I t should contribute that Sllllle per cent of $5,000. The
committee having in churge the Aycock MemOl'ial is sure of raising tho
remaining amOU1!L necessary to erect u suih\ble monument if the chil­dren
will contribute at lem;t $5,000.
The child ren of the State will be glad to help raise this fund when
they am led to st.'O why tllcy should contribute to it, since in this way
they will honor the man Wl10 hus had much to do in making the pl·cscnt
school system possible for them.
}'rinei puls and superintendents, therefore, are urged to pl'esent this
mutter to the teachers und distribute the bulletins us soon us possib1£, in
ol'der that the teachcr mny hll\·e nmple time to make pI·epnmtions.
'r he State Superintendent of Education wus assisted iiI prepari ng
this bulletin by Dl'. E. W. Knight, of the Univel'si ty; :lIr. R. D. W.
Connor, Secl'etary to the H isto rical COlllmi~sioll; Dr. J. S. Holmes, of
the University, and Dr. Clarence P oe, Edi tor of t.he J>'I"ogrcssive FU'I"mer.
CONTENTS
A SU!,'g('sted Program ......•........
SOllg-"AwedCIl" •.............................
P.AlIT 1. C U ARLF.S B ItANTI.EY AYCOCK.
1. I lls I'AIucution ............................ .
PAn!':
• 6
2. ,\ ]'cock as n P dnlte Clllr.cn .............. ...................................................... .
7
6
3. The Educntlonul Gor cl'1lor ............................................................................ 10
4. Ulll \'crsn\ Blljl(:lItlou ............................•......................................................... 11
5. I~du<:ntlonnl l ' ro~rcS8 UII(]cr Aycock .................................. ......... ........ .
G. Lust YCU1'S nud Denth ....................................•......••....... .......................... 12
7. How thc Sllllc Hns ChnllgCU .. . ........................................................ 1:i
8. "Cnl'Ollun" ...................................................................................................... . 14
I). Why Children Sholll!l Honor His Memory.............................................. 14
PAJIT II. FUTUHE PBOOUESS.
1. In the Towns nnd CiUes .................................. . 15
2. Some Tesls of Progress for Your Towll. ............... 115
3. In the Ru rn! Disll'lets ................................................... ............................... 15
4. Somc Tests of l'rogl'ess (01' Yom' County................. .............................. IU
5. SonS-" llo ! tor Cnrollnn" .......................................................................... 18
O. Where TurorlUatton May IJc Sccurctl....... .................................................. 11)
L· .... nl' III. P U.NTI NO .... ND I' ltESEIII' I :010 T UEE8.
1. Why Schools Shoulli ['Inllt Trees ..................................................... ......... 20
2. PIHIlUll;': Memorlnl Trces ... _............................. .............................................. :to
a. Selcctln;:; )j elUol'lnl 'l't·ee!<....................... . ............................................. 21
4. Rccl tnUoll - "Plnnt n T t·cc".......................................................................... 22
5. DedlcflllOll or the Tree.................................................................................... 23
O. Ilow to Sdcct T rees for PlnnOns ......................................................... _ 2:i
7. p tnnting Trees ...................... ,.. . ................. _.... ................... 24
8. '1'hl'ce Lillie Trees .......................................................................................... 2:j
9. WhIch Slw ll It n e1.. .................................................................. _ ................ 26
]0. Su/.!geSl lu!U'; fur COlTelntion ot Trce Study WUlI Other School Work :::7
11. ';TlIe Otu North SIn to"......... ........ ............................. ............................ 2S
•
A SUGGESTED PROGRAlII
1. Song-"Amcrica!'
2. Opcllillg pruycr by Borne minister il possible.
3. Purpose of tho duy, talk by the teacher or principal in charge.
4. Selections from the life of Chnrlos Brnntlcy A,ycock by pupils, to be
read, declaimed, or recited.
5. Some evidences of progress in tIle tow II or county. (Soo Part [1.
pages 15 and 16, Some Tcsts of Progress.)
6. Selections from Part 111 on the use of trees in improving the school.
7. Why children should hOllor Aycpck's mCmOT)',
8. Addrcss on tho Life of CharI os Brantley Aycock.
9. Colleetion for Memorial Fund.
(The collcctioll sllould be turned 0"01' to D. n. I,acy, Statl'
Treasur er, "Treasurer of the Aycock :Mcmorilll Fund."
\
AME RICA
flY B. 1'. 8M ITIJ
My country, 'tis of IhC<!,
SW{'(!t lan d of liberty,
Of thee I si ng;
Lnnd where my rathNs died,
J~nnd of t.he Pilgrim's pride,
Fmm c\'cry mou ntain side
J~ct freedom rin~ .
) Iy na ti,'C COlilltry, t hee,
Lund of the lIobl e freo.
Thy nnme I love j
J love th,Y rocks {Illd rill s,
\ ,
Thy woo ds li nd templed hills,
) fy henrt with rapture thrills,
Like that above.
Let music swell the breeze,
.And ring from 'nil th e trees.
Sweet freedom's songi
Let mortnl tongues nwukc,
J.ct nil lhnl breathe partnke,
Le t rocks their silence break,
The soun d prolong.
Our {:t tllers' God, to TI1CC,
Author o f liberty,
To Th ee wo sin'.'\';
J...olll;' Illfly our land be bright
Wilh freedom's ho ly light ;
Protect 11I1 by T hy might,
Grent God, ou r KlIlg!
Part I
CHARLES BRANTLEY AYCOCK
(The material taUing in a brief way the serv ices of the !:lto Go~-crnor
Aycock is Jil,jded into nine topics for the convenience and Hssist:lllCC
of tho teacher. Numbers 1, 2, 3, 5, 6, and 7 llllly be used as reuding,
1l11ID~r" as a declamation, number 8 liS a recitation, find number 0, us
indicated, should be an address by some citizens all the services of GOI'­ernor
Aycock to the State.)
1. HIS EDUCATION
Charles Bruntley Aycock, the youngest of ten children, was borll iu
\\ray nc County Ileal' the prescnt town of ]~remOll t (tLell clillcd Na­hunta),
Kovcmber 1, 1859. n is futIlel', Benjamin Aycock, was l!slcemcd
for Lis honesty, his finc commou sCllse and prndical wisdom, and for
bis great strength of ehamctel". His mother, I,crena lIooks, possessed
intellectual gifts Imd exec utive power of a rare nature. It wus ller
desire to see hel" chi ldren educated, nud during tIle ei\·il war period and
ufterward, when there were 110 schools or very poor OI)('S, it was hel'
custom to gather IlCr ehildrCll arollnd her for all hour or two of study,
lifter which she required them to recite their lessons to her.
Siuce therc were no public scllools in ;forth Carolina w h en~yOllllg
Clwrles Aycock was ready to sllnt to school, he was compelled to go to
such pri\'ate schools as I.mppencd to be within his roaoh.
The firs t of those s('hools was at Na111l1ltfl , where tho people of tlH1
commlUlity, by llllitiug their small means, had employed a teacher. ] ["erc
Charles Aycock, under the care of his six older brothers, first ent.ered
school. ''It was a fino sight.," suys 0110 who frcqnently witnessed it, <Ito
sec thes(] sevel! fino follows Oil their way from the farm to the school,
Cbnrles was thcn about eight .rellrs of ngo, and Will! the pet of the family.
It was no ullusullI sigLt to sec Frank, the oldest, trotting down the dusty
]'oad with Charles, fho YOllllgcsT, on his big bl'oael sbollldel's-'Bigi
Saudy' :md 'J,ittlo Sandy,' ill:! Cha rles culled hiH hrot\J!!l' find himself.
They carrieu their dinue]' in one I,i ll bucket, and as nil were lJUlc nnd
hcnrt,Y you ng men and boys, it can ('(lsily be imngincd thnl it rPl}uired
Ull ample 0110 to supply thoir demands,"
From Nahullta to Wilson, !lIld tlH'1l to Kinston, the ambitious lad pur­SIted
Ilis searell fol' all ed uClI tion, At Wilson he entered the Wilsoll Col­legiate
lnstitute, then conducted by Elder Syl .... ester liassell, who de­clares
that ill young 1\ ycoek he had "n bl'igllt find exemplary pupil."
One of ilis schoolmates remembers lhat the "wuchers supposed Charles
.\ycoek had not had the best preparation find accordingly put him i ll
classes with younger boys than himself j but he SOOI1 showed that they
had made a miswkc, and they promoted him to classes of boys of his
7
I·
\
owu age and older, wher(' he rnaint:linccl first pi:lce in mnny studies.
lie WIIS particularly W)od in La tin amI GrnmuHlt IIl1d English. There
was no hoy in The sellOol ",ho ('onld loudl him in (1\('.'1(' lI11'e(' studies.
H e could trf\lIsin!e English il110 Lulin with n facility that astounded
tilt:' other hoys in the ::Iehool, ILnd he seemed not only La kllow Latin gram­innr
by hcut hut wus able to uP!'!)' it with accurncy lIud quickness; the
vcrbs ${o(iUlcd to be :ll his Longne's cl1d. H e was not ycry,good ill mathe­llHH
ic~."
V('{'lamntioll I1ml debating, to wlli(']' ('\'ery Friday uftcMlOon WIIS de­\'
ot('d, formNi an impo!'ttlllt part of the school work, nnd in till"'S(! 'yOllng
Aycock ex('cUrd. "JJ is \'oice," w(, urc told by Oil£, of his youthful rinds.
"W1I9 Ilot melodious, and he wns rMher awkward ill bis mon!lUcnls. bllt
wh('11 he rose to spcnk, eYcry person within rl'uch of his Yoi<'(> listell('d
until his eonr!nsion." Il is (>nrncstll('S~J sineeritr. lind dir('ctlU'ss in
dC'bntc compelled attention. His IIchoolmates rcenll that at tho dcelama­l
ions on Fridoy nflcrnool1s, wh('n dl'cilliming som~ of the old lllllst.cr·­pie('
e~ with which all the ~('hoolbo.ys we're fnniliur, he seClI1pd to mllkc
tbem II;s own, lind to be nLlc to gC't hold of his Iludiellc/i' us well Hs if he
W('fC mnking n spe(>('h 1I11lt he Ilad composw, suiTnull' for the oecl\.Sion.
Thr \{'Ilchcrs and children of other schoolrooms would throng the hllll
to !lenr iJiw.
At l\i118101l, young Aycock lUlU the f:!ood forhme to C'ome ullder the
infiu('nce of II LUllst('rfui tencher, Rev. J oseph 11. Foy, who quickly reeag-­nized
his pupil's superior nbiiilics, ami too1..~ great pride in dirc<'ting
tiJ('ir d(,l·c lopmelll. lie cncouraged the boy ill hill ambition, fire<1 his
zeal fo r leanlillg, end nwoko ill him n spirit of sclf-collfidcm'('. Govornor
Aycock nCI'cl' forgot, nor failed to !lckl1owled\,\o, the inter<'st which tlus
instructor took in him. Glider :Mr. V()y his prupnrntiOlI for collego was
(·omp!cted. The fum;1y nIl recognized that llC was 110 ordilltlry boy, Rnd
lxolitwil1,:!; th/lt IlC POSSCS8!'ti talents wllich, wilb proller tl'ui ni m;, would
rniSI! him to u position of note in the Stnte, detcrminoo tlwt every Sllcri­flee
'Ihould be mnde to send him to thf' Stllte University IIUU to educnl.l..
him for the bar.
Aycock ('utercd the University of Xortll Carolina in the fall of J877.
H is aP]X!ur/lnr.e made 11 distillet impre~ion upon his f<,How-students,
and many of them "recllll liv idly" the strong, llturdy-looking country
hoy, upon his entrllllce into collf'ge, Aycock wished to graduate in two
yenrs, but tllo faCIlity WOllld Ilot pMmit his uoillC: 80. He lind a good
mind lind wne a hnrd IItudent, nnd did well in ull of hie studies ex(.'Cpt
mntilcmutics. TIe joined the PhilHlItilropic Litcrnry Society and soon
bOCfllnc known us the bost debater in the Universit.v. Aycock won muny
hOllors ill the University. "During hill first ye:u he WJlS elcctro Chief
~ i ftrshJJl, the highest ollice to which a student eould be chosell. ITo was
01\0 of the editors of the Uni,'ersity llngazine. In his lust year he won
the Willium Bingham Essayist }'fNi IlI, gil'en for the best essay by allY
member of the SCllior ('iIl8ll, and nt Collllllelle{'ment wiwJI ho graduated
ho won the Willie P. ?llnngum Medal, gi\'cu for the best orntion by any
member of the Senior class. ,
2. AYCOCK A PRIVATE CITIZEN
After graduating, .rOllng Aycock studil'd illW nt the Unh-crl>ity and
after securing his iic('use ue Illude his home ill Goldsboro, w\lcre lIe
settled down to prHctic(' his profrssioll. lie had n hurd time of it ut
fir!;l but it" \\'ol'ked hard nnd made his Wily to the top. The first 'yoar
he mnde only $144. "1 wOI'ked night :1I1ll duy," said he, "to make it.
I paid twehc dollars n month for my b0111"{1 fl.1H.l borrowed the moucy
to pny for my clothes. I mude $14-}, uuu that is all I ought to ha\'e
made,"
The State nt that lime WIIS just beginning to I'f'bllild its Jlublie school
system, lind the ,voung lawyer, who fully rcnlizf'd the lJecd of bcltrr
educntionul facilities, gave his counly hill full SUllPCl1't. As:) rC~1I1t, in
1881·82 he was sell-cted ns tho first CU1Ult,Y Sllperilltendcllt of Schools
for his Imti,-c cuunty. H is nllLil"c tOW1I, Goldsboro, w~s :11~0 :\rollsed
on tllc sub.iect of edncntioll, und ill 1882 it established the flrst grndcd
sdlOol in the Htale, with E. P. Moscl) n5 Superintenden t. .L\ycotk W[lS
mnde a member of the bonn] of trustees, unci for sCI'crnl ycurs he sCI','cd
his community ill this cnpueit)',
T hese !lets of his indientc his interest in public affairs, Jo'rom the
first lie was a lltlblic citizen, seeking to improve commullit,f conditions
and to make the public betler and more prosperous, T herefo re he
nlways took n deep interest in politics, li e regarded it as the duty of
el-ery citizen to lnke part in puLlie affnirs, ·While u young mun h.e
spoke often on poli tical questions ill his OW1I county. His repul:ltion us
n pllblic speaker Boon exteuded all ovcr the State, and he rt;cei'·e<l ill"ila­tions
to speak in every ('Otlllty. He alwuys t reated his opponents fairly
mI(l courteol!!!]Y, ~lIld refused to take !lily unfair advantage of tbpm,
In IDOO th(' grent question bpfore thc pcople WIiS whether they should
adopt nn IlmendmCllt to tbe COllstitution ",lli('h would make it necessary
for a man to be nble to rrnd an<l writc before he could yote. If this
amendmcnt should be IIdolltcd tIlt; Stote would need 11 OO\'ernor who
would make public education il li\·e isstle in tllC Stato alld who would
huwl tIle confi<lenee of the citizens of tlIP State. T he people turned to
Charles Bl'!lll tlcy Aycock. He was chosen their leader IIlid W118 nomi­nated
for GO\'erIlOI' by acclamation.
Aycock made speeches 011 the amcTldment to lhe Constit ution ill nearly
C"I'"CI'y county in the State, It is snid thal he traveled 6,000 miles, mude
110 speeches, and nddresscd as mallY liS 100,000 people. ~lany people
declllred they did 110t WUIII, to Yote for the IImendment bccHuse they
feared the State could not provide enough schools to e<luclile the childr~'n
so IlS to enable them to \·ote. Aycock promised them if Ill! was elected
OOI'erllor he would do e\'erythillg ill his power to muko the public schools
better. S:-titl he:
" It rOll \'(11 (' for mc, I wuut you to do so wltll the dIsti nct understanding
thllt I fl.hull devote the four years of my o!1idat terlll to lhc lI11lJulhllllg of the
[lulillc ~chool s of ;';urth Cll. rolhHI. I Shall endeuvor tor e,·ery cllJtd III tile
SLntc to get IIIl cUn(:ut!oll,"
The people bplieved what he said. They trusted bim, and in :\ugust
elected him Govel'llol' by the largest l'Ote el'cr givell to allY m:m in tIle
uistory of North Carolina. And on ,JIlIJUUl'Y Hi, 1!JOl, the dny of his
illnuguruti .... .Il, the children of the Goldsboro Public Schools, were giveu
a holiday and were p(lrmitt<'d to at.tcnd the ilHlUguraiion because the
chairman of theil' !JonI'd of trustecs had now as Governor be~omc the
cll!lirrnnn of the hoard of trustees of the public sdwols of North CIlI'O­lina,
3. THE EDUCATIONAL GOVERNOR
Go"ernor Aycock bad promised the peop le that, i1' elected, he would
devote the whole four yeurs of llis term of office to the interests of thc
pu blic schools,
"For my part, I doolum to you," he suid 011 the day of his inunguru­liOll,
"it shaH be my constullt uim and effort during the four years thnt
r shull endeuvor to sen'o the peoplo of the Stnte to redocm this most
solemn of all our rledb'"CS,"
H e did all ill his power to keep this pl'olllise, Whell some people
cOlllplained of tIle increase in taxes for Confederate pensioll!!, the in sune,
the denf and dumb, and foJ' public schools, he replied :
"It undOll bred!~' uJl!Jcal's cheaper 10 llegiect the IIgec'l, the f.;.'Cule, the IntiI'm,
the ll ef~th'e, to forget thl') chilurcn of thL<o gencratlou, but the "'1m WllO uoes
It is eurS(.'(i of God, Hu(1 the State Ulllt permirs It Is cel'tulli of uestruction,
Thcre ore lx:oplc on Ihe fnce of rhe enrth who take 110 Crll'e of the we'll; and
inlirUl, who (!urc naught for their f'lllltll'cn uurl l)l'ovidc oilly for the gl'utH\cu­liou
of tllelr own dcslres:1.lUt the>:.c people ueithm' wear clOthCOl nor dwell tn
hou:;es. They iea\'c Goo out of cousidcratlOIl in tileir estiltU!te of life, anti a re
knowu to us liS su\'ugcs."
Aycock 1111d pledged the peoplc that Ilc would keep the public schools
open for four months ill each ,"cur, At the end of his term he wus a ble
to suy :
"Todu," we CUll houst for tile first tillle In the llh;tory of the SUIte that we
hu"c rC(ll'ClIlctl no\' p!edc:e, kellt fHill! with the people, :lnd wadc pro\'!sloll
for all the c hi ldreu, It the Child is bUm), we huve teucllerS reauy to Ol,eu
ilIa CYf's. If h ... Is deaf. he (!UH 1)(' Hlught 10 speak. Ie lie Is rdellu~e"s ,lud
1.1001', the schOOlhouse dOO!' ~IIlUtls wi{le OIJtJU to I'hed its g('lIlu[ warwth upon
him."
10
4. UNIVERSAL EDUCATION
(A deelulIlution.)
aDAI'TED FRO!>! CIflo. IIJ.F.S 1I . ,\YCOCK'S "THE SOUTIl 1<1'.11.\1 1>'1:>;0
ITS I'RESTlGE."
We hu,'c ill the South todny onr niBs, our Lamnrs, our Becks, our
Vests, our Vances and our Hnmptons ; but no mall eilll go throughout
the country and lny his hand on the hC~ld of nny Sil1glc cilild alld sa ....
thnt here is n Lamnr, bere is !l Vance, or a Vest, or n ITill, or a iJUIUP­ton,
or a Beck. It is the busillCSS of the schools to fiud for us these
splendid children Rnd develop them into these great lenders. If I be­lieved
in universnl educutioll for no other renSOIl, this would be to 11Ie
a sufficient olle. But thero arc other rensons. We must ed ucate overy­body
in our respective neighbo rhoods in order that we Illay have the
benefiL of competition nnd npprrciu ti oll. YOll mu,)' ed ucate your son
lind dttnghter to the f\lllest extent possilJlc, giv ing to them the ICIII'uing
of ull tllo world, and after tJwir ('(\ucatiOll put. them in a commuJlit.}'
wh('fc OICro are no other rduentl'd peoplr, and they will f:'l il to dC\'clop
and c:row as t!in ' would if lll('v livl .... l in a cOlllmuujty where there W:lS
gcne;al (;ullure .• The man ","h~ stullds easily head n~d shoulders :'Iboye
his ncigl1bors will never bfl very tall. .If he is to Imrpf\!ol~ his neip;hlmfs
and be relllly g'rcat he must have lI cighbors who arc almost g'rcnl thcm­seh'cs.
lic cannot work out of himself the best the ro is in him uDtil
he is forced to do so by the competition of others almost or qui te us
st rollg ns he. 'Vlwrl tho trn illers of horses sought to rcd uce tIle time in
which it took to trot a mile, they did llot go mal pick ont it pnrtirular
colt ulld trnin him Cor the 1nwk, bllt the trnill ers all over the world
wcro dCYoloping colts. Ton thOWland of them wl'lre trllined, until )'('ur
by year the record W:1 5 lowered; nnd when at last 10\'01'8 of horses wanted
to reduce the reco rd below two minutc.~, nftor tra ining thonsands of
horse'S fOI' 1ho purpose, they found ono which they t hought conld n'~eom­plish
tho tnsk. They did not put ho" all the t"!!ck ulone, but with two
running horses ridden by boys, who with whip and spur IJrcssed them
on the lK'Cls of tho trott ... r, tlrove her 10 her utmost. speed, al'omed he"
spirit of yiclor,\", maddened her with tho fear of defea t, until ill OM last
mnd burst. she broke the world's reeord to ] :5Slh.
Men must win tboir grent victories niter tho Sllllle fa shion. In th(­!'
nee of life, if tlley !I re to win ft victory worth winning they must 1'1111
against thorollg-hbrcd s. If we pass \IlHler Lhe wire ahend of a scrub,
there is 110 IlOilOI' in it.
It is ('(\IlCatioll that finds and brinl!:S Ollt for us the lIoblest nnd be.~t.
It stimu lH t~s thcse best to tllll utm ost exertion and fullest development
by putting them in competition with oihers just ns well trained ns them­seln>
s, !\lId it gi\-cs to us the noblest und most npp1'ecintivc audiences.
When this thought slinn become the gu iding thought of the South , nnd
11
our school tcnchers sh:111 work nil the time to their ,[tmost, until every
SOli and daughter of the South is the thill!; thnt God iutended, then, and
not \Intil then, shnU we take our rightful place in the Americun Union.
5. EDUCATIONAL PROGRESS UNDER AYCOCK
Ayeock became Governor ill IDOl; his term closed in l!}O!"i. The fol­lowiug
lablo shows the eUucatiOll!l1 progress under his administration:
,000
~~h("M'l1 tC'rm (t\"~ks) .. _ .•.... ........•. .............. 11.6
i'UllI[ler locnl tux dl ~ lrl("\lt. _.. ... _.. . .............. ao
1t1l1,.;e(1 hy iocnl hlxutlon .. _ ...... , ................. $1::\:j.01l0
l'ul"1c s~hool tun,j... . , ....... , ...... " ... .. _. Ho-2.'0~
,"nlue IlnlJlic sehool lU·OIICI·t.\' ... , _. .............. $J.lt,.'l.~11
Spent tor new IIOU8CI1.. $;:.(I.20i
NUlulocr 10;': hou~es .......... , 1.1:t!
nl~lrlcts wIthout hOll~l'>!, 0;;:-:
School IJOlmlution ............. ............... G5!l(l2l)
Eut'()llmeuL ......................... 'IUlJAri2
AI·erUj.:e IIltelltlnnco ............ ,...... ..... 206,~l\S
8ntHY white tell ('hcr~....... . ........ _.~_._.. ~:!-t.OO
:-;n\U1ICr 8<:11001 111'rnl1ell ...... _. .......... _. ... _.. ... .
Volumes lu lIurnrles. ... _ .. _ .............. ... .
6. LAST Y EARS AND DEATH
",.. 17.0
?!!l
$:t:IO.OOO
$1.,(J:j.:ltl:!
$Ul(lfl.S!)()
$1.0.-i:!Q
!,;O$
07:1.174
·IIO.:UH
:.!OI.HO
$:!R:lO
",0
.5,000
Wllen his term us Governor was elided, Aycock returned to Goldsboro
to praetice law, In 1000 hc moved hom Goldsboro to Halcigll Ilild
eontinued to tlLkc a dC('p interest in Jlublic questions, 8ml espooinlly in
ootJelltion. In 1005 he made numerOLiS spccch('s ill fn\'or of the prohi­bition
I:tWj and he Wall frcquC'lItly ilJ\·ited to deli"er !lddr~sses 011 educn­tiOIl
in oillcr States. On April 4. ]912, he went to Birlllinghnm, Ala­bamfl,
to dcli\"er fin cducntiOllal address before the te~chcrs of thnt Stale.
Tliut night while spcnkin!{ he !>aid: ""~hcu I WIlS Go'·crIlOT of XortL
Carolina I made speeches all o\·er the State. I CIIIIVIlSSN the Stnte for
four yeurs in behalf of the children right straight Illonp,'. Sometimes on
Suudny tltey Rsked me down to tho ('hurch to talk, and 1 nlwu.y~ talked
nbout education. "
lIe got no fllrtite ". \Vith "Education" as the Il1st wOl'd thnt fell from
his lips, he thl'Cw up his hnnd!<, r('('led backwnrd, and fcll dend before
the \'n~t crowd thnt hnd just bCl'l1 cheering him.
J I is bOOy was bl"ou~ht to Haleigh :Iud plncl'd ill tile Stute Capitol
where fhouSIInds of I'<,ople saw him for the lust time. Nc\'er in the
history oC Xorth Carolilla wus thrrc grenter sorrow for lllc death of
any mlUl . .A little girl who pusscd by the eoffill iu tho Cupitol said to
12
her mother, "I wish God h!ld let III£' die- instcud of GO\ernor .\ ycock.
lie could do so much good nnd I can do so little."
011 the !l(ternoon of Ensler Sundny, in the presence of an ilUlIHmsc
throng of poollie, he was buri£'d in Oakwood Ccmctf'l"Y in the Oity of
Raleigh.
7. HOW THE STATE liAS CHANGED
Ifow the Stule lws ehnnl!'M since young Charles Rrulltlcy Aycock
brgnn his campaigll (or ulli\'ersnl ('ducatioll !
He nrOIlSro the interest of tile Iwoplc and thcy have IIc\'"er ceused to
prench his doctrine-that it is tho dlltv of Ihe State to educate all th,.
children. H f' asked the people to prorid(' al least n four months school
term, nnd aftN his death th<'.'f dLILIJ~cd the OOllstitlltion and lIIade n
six months school t('nll compulsory. lie tanght the peoplo it WILl! their
duty to 811 pplemcnt tile Stnte tax with local taxes, and orer two thou­sand
districts responded to his telL<'i1ings. He belim'cd that HII the ('hil­drnu
should be ('(iucatcd a11d the Stille has enacted a compulsory school
law tlllLt hus made every sclLool buildillg' in the Stule 100 sm:JiI for
l'ducntionrt! purposes. Ife pllHHlcd with the people to provido Ilettel'
huildiugtl and lar,!!e communitici! nro being ercated with magnificcnt
bnildillg$ unthougut of wil(,11 the educationul campaign bc~an ill 1900.
ne wnlked linny miles to school, hut today motor trucks and oIlier
modes of (.'()ll\'e:rances arc tl'nnsporlinp: Inrge lIumbers of pupils to St·hool.
T11 this way the smnll ono-room s('lIool hns joined the Inrger eommt11lity
and tho children of the most backwurd rural districts of n few yenrs Ag-O
nrc rccei\'iug the samc ad\·tllllages thut tbe ehildt'cll of the towns tmd
cities rocei,,('. H ealth luws II/\\'I) beon ellucted and the childrClL of tho
ruml d isirict.s have mcdicnl ilLspcction. .Funds art'!' provided for the
tCfl('il illg of Agriculture, Domest.ic Science, und Trades undlndnstri('s,
i ll lurge hil;!:h schools, wllere ill JDOO 110 such schools w('re in oxistence.
Plalls for tenchillg :uiults to r('nd And write have been promulgutetl.
Communi l.v schools for udults huvc becollle n part of the TCgu lar rurul
school systenl. Community cC'nlers willI community recreation have
been pro\'idcd, Ilnu mo\'"ing picwrC'll ut Slate Ilnd coun ty <'xpcnse IIro
sent into the rUf ll1 districtt<. 1u thc 1ll0Ulltlliu counties nnd th o~e of the
constnl pIni1l, the moving picture rnnchinc, mounted on lnleks, flnds
its wfiy into thes!! rurnl communiti(lS for the Clttertailtlllenl find instruc­liou
of childrcu [lud patron s. TILc uuministrntioll of tho compulsory
nt.t('uduLlce laws, the ~allita ry laws. und tIll' cOlllmtlllity elltcl'tninlllcut
aud r~rrutiOll arc. in the lar~e communiTies, the mellus of bringing
noollt II. reform in health and Cdll~' uliou not Ilt all ]>OBsiblc in thfl smull
districts. 'ruesc are some- of tlLe ndvunlllgcs thllt have grown out of the
patriotic scr\'it-'C of the late CLnrlas nr:lllticy .:.\ ycoe.k.
8. CAROLINA
(A l'P("ltnt loll.)
F RO)'I "oAnor,INA," rn: T I !O.l.lA!; w. lJ ARRI NQTUS
On roliuu, lllO prido of my bosom,
CnrolillR, the land of Iho frc<!,
Carolina, the homo of my fathers,
CnToliufl, Illy song ia of thee.
F rom :Mitchcll, the pride of the 1ll0untaillB,
To ITnttcrns, th(' orond of the sen,
The 5l1l1~hino of Ii borty gindd(ms
Aud Tyranny trembles at thee.
Her honor is high liS the sUlIlmit
Of ::\fitchcll, her loftiest penk;
lIcr vigor is that of the HOlllan,
lIer spirit is dmt of the Greek.
lIer duughters urc bri~ht 1I.i1 tho 8111lshinc
Thut lightens the hi lls of the WOOlI.,
And fair as the rosc of the wIley
Thllt blushes find blooms 011 her l)TClIst.
Cfll"ol ilHt! Carolina, forc\'(~r !
A glorious destiny wnits
Caroli ll fl, the emil ie of freedom,
The llohlf'st of all the great Stu Ie.".
9. WHY SHOUL]) THE CHI WREN OF NORTH CAROLINA
HONOR THE MEMORY OF CHARLES
BUANTLEY AYCOCK?
(TIme the teacher or some citiz('11 sllould mnke n short talk 1lI1Bwcring
this question; after which some olle should reud section 2 of the "J oint
Resolution for tho proper ob~rvnll(,c of tho sixtieth birthdny of Chur les
llrunt lcy Aycock" on p(\ge 2. T holl the offerings should be received.)
Part II
!TOW CAK THE EDUCATTON1U 1'l\OOHESS BECUX eXDER
TUB J\OMlNISTRAl'lON OF o rrARLES BHANTLF.Y .\Y­COCK
BE CO:XTL'iUED l
1. IN THE TOWNS AND CITIES
( lI ('ro sU llt'rint(,lIdent, prillcipul, or wilcher should discllss with the
purils wnys And wellns for impro\'ing educat ional condition". ff the
grent need is better buildings, bcttl'r cnrc of the sehool property. bctkr
spirit :IDlong the students, better nttclldnncc at school, or bct lf.'r SllIlitn­tion,
n discussion of the things most IlPCdcd should be given.)
2. SOME TESTS OF PROGRESS FOR YOUR TOWN
(Th_ q,,~ulon •• hauld be ".kc<l by ."me .... J'>rl!llcnllllivc l!llpl!. to be .electro by !hlt Ichool.
Dr by 1tOme llMron or f riend of the aehool. Th ~ qu(!tlion. ah<>uld be an ... ere<! by II .. pupils,
1)"'1'<'"111. and olb" .... wloo ."" »~"t at the ,,*NOO"" of Ayouck lmpro'-emtnt Day.)
1, Docs your town obscn'c clellll-up days ill tIle spring lllld ill tIl(:> ful!?
2. Does ~'Oll r town or communit .... provide fol' and (·nrr;v out fr<'qu<'nt
lIy-swnttiul{ Call1p!liEms~
3. Are the child-labor laws bt'ing enforced i.ll your eOllullll)lit)'?
4. Dace your town hnye a public Ii Lrar~-?
ti. Docs your town La\'c n plIoli(' he:llth IHll'SC?
G. Docs it h u\'t' a public r('st-room 1
7. Docs i~ han> un effective n ou nl of Trade or Chullliw!' of Com­U1('
I'('e'
S. H ne il n COllllll uni ty ]3ctL('l'lIlcut Association ?
9. ll ns it (Iii aU-time Pllbli(' llcnlth oflk.'cr Imd elTcetjn~ phlIIs for
l'ufol'cing publ ic health I'cgulatiollsi
10. noes it haye a Y. 11.. O. A.?
11 . nO('s it havc a Y. W. C. A.?
]2. Are the rwhool buildings i ll yOl l1' cOUllllunity used as IIIwin i (,(,1 1icI'9?
]3_ I n what way doeJl yonI' town coo)Jcrnte with the peorlo ill IIcnr-b.'-
ruml <'0l1lillunities1
]4.1 1118 your towlI a P arent-Tencller .\ ssociat ion?
Iii. DQ('II ,YOllr t.OWlI cooper:lto with arid s1Ipport tile wOl·k of the !wlJOol
nurse'
3. IN THE IlURA L DISTRICTS
]. HolY to socurc a large community school with three or morc tC8eh­ers,
a 6uituble building, wilh eomfortl1blc scuts, bluekbonrds, mapS,
globes, well sclcctp(l librar.,· for pupils and toachers, and a lurge uudi-torium.
2. How to provide a sellool site of not less than six or eight ueras with
ample sraCe'fOI' phlygrounds fllld demonstrntion farm work.
3. lIow to SCCllro u teuchcr's home for the prillcipalaud the teuchers
of tho school.
4. ITow to secure n. good High School, and if possible, II. standard
High SelIOO!.
5. 1I0w to secure illslructiou i l l agriculture, domestic science, Ilud
other \'ocnLional work.
G. How to organir.c the people of the community into clubs und secure
their cooperation in mnking the school a great success.
1. liow to securc IO(Jll l taxation in order to derive funds sufficicnt to
get tho best toac1lers and offer the best instruction.
S. 1Iow to organi7.c the bo.rs and gil"ls !Iud the citizeus of the com­m1lnity
into singillg club,s, betterment associations, and other liOc:i111
organizations that will give morc life to the commnnity school.
9. liow to secure thc cooperation of the County Demonstrators uud
to IlSO these Il.gcnts in making die SdlOOI meet the needs of tim com­munity.
4. SO)fE TESTS OF PROGRESS FOR YOUR COUNTY
(Th ... ~ queolionl Ihoul,1 he .. ok"" by .om~ repr""~n\a(h'c pupil. (Q be .~l""-tetl by the Behoo!.
or by .... me pntron '" fdend of th ~ ochool. Th QU<1IUonl ohould be nnlwe",d by the pupIls
And p .. ,..,n,- and ..,the,." who Rre p ..... ent .t the obo.er .... n~e of Aycock Improvement 0",.)
1. Uave you n county supcrintpndellt of cduentioll gi\'ing hill Clltirr
time to Jlublie educational i nterests~
2. Have you n county supcrillteudcnt of public welfare, giving his <'lr
her entirc time to the work?
3. lins 'yonr county udepted an impro\'ed !'oad-building progrum ill
coopcrHtioll with tLe State Highway CoulIIlission and the Fcdc!ul Go\'­omment
3
4. Are all the hays and girls of :rour comltlullity in sehooll
5. Are ull the boys and gi!'ls of your community onjoying tho Ild­nmt:
lges of II good high solJOol nen!' them?
G. Does the Farmers Union or other farmers' orgallizatiollS opel"ltU>
effecti\'el,y in your county1
7. lIu\'e you a successful county fair?
S. Docs your couuly hu\'o community fuirs?
o. DoC's you!' coullty select for its officials men who llelp the COUllt.v
fonl'urd ill public interests ~
JO. fs the compulsory scllo01 atteudanee law being enforced in your
commullity?
11. Al'O tho pcople ill your county gainiug in tempcranoe and
mOI'ality ~
12. is yonr count)' properly supporting farmers' iustitntes?
13. Are ilistillltes being held in ,your county for fit rill womcu us well
us for the mcn1
H. lJave .\"On coru clubs for the boys IInu cRnningll {'lulls for lIle girls
or other similar orgallizalions!
HI
15. Has your community shown sufficient illtercsL in the fnrmers' (lO­operaliy(!
demonstration work to rcooi\'c its udl'nlltllges for your
farmers ?
16. H as your school n good librnry1
17. n ave all the schools of your eOlluty good libraries?
18. H as your school scctlfl'd good pictures for usc ill its rooms f
19. Docs your county employ all all-time hcalth officerl
20. Is tile health of the school children of your COllllty bowg propcrl.v
enred fod
17
•
5. HO! FOR CAROLINA!
ny \\'ILl.lAM H. HAIUlt:J.r.
Let no heart in 80lTOW weep for other cluys;
Let no idle drcnmcr tel! ill melting lays
Of the morry meetings in the rosy hawN!!;
For there is no lund on earth like this fnil' land of OUTS I
GRORUS
ITo ! for Carolina ! that's the Itll1d for lIle;
Tn h OT IUIPPY borders ronm the bravo find free;
And her bright-cycd duughters nOllO can fnirer be;
OIl! it is fI Inlld of 101'0 und sweet liberty !
Down in Carolina grows the lofty pine,
And lJef groves and for<:sts henT the seeutcd VilHl;
Here urc peacefni hOlica, too, nestling 'mid the flowers.
Olt! thoro is 110 ISllld on enrth like this fair lund of ours!
ITo! for CaTolina! etc.
COIllO to OU1'olil1 [1 in the sUlllmer-time,
'When the lnscious fru ita III'C Il unging in their prime,
And the maidens singing in the leafy bowers;
Oh ! tJlere is no land on earth like th is luir lund of ours!
Ho ! for Cal'olillfi! ell'.
Then, for CnroJinn, llrlwe and free, and strong,
SOl1nd tho meed of prniscs " in story and in song"
From her fertile valcs nnd lofty granite towers,
For there is 110 land on curtI! lik\> this fnir ](\11(\ of oms!
ClIOIWS
ITo! fOI· Oarolina! thnt's the land for me;
In her IHlppy borders roam t.11Q bJ'lwe lind free;
And her bl·igllt-cyN.! daug!Jters !lone enn fnirer be;
Oh! it is u lu nd of lovc und sweet liberty!
IS
6. WHEllE INFORMATION MAY BE SECURED
1. TI o'v to 8e<!1lT6 u circulating lihrury fOl' Ollr school.
(Illfofllllllioll 011 this subject llIay be secured by writing to )lisa l[ul'Y
B. Palmer, State Library Commissioll, Raleigh, )J, C.)
2. How to tcnch the illitcl'atrs of our cOllllnullity how to reud and
write.
(Information cQllccming the Stute program fOl' elimina ting il literacy
in Korth Carolina JUay be bad by writing :lliss Elir.abeth E. Kelly,
Stato Department of Education, Hnlcigh, N. 0.)
3. How to arrange tI course of lectures, entertainments, musical pro­grams,
etc., for 0111' community.
4-. How to secure pictures for our 8chool.
C''{rite to the Bureau of ExtCllSioll of the UniwH'sity of ~orth Cill'O­lina,
Chapel lIill, N. C.)
(Write for Dr. Clarence Poe's bulletin, "Great Pictures and Great
Books," which is sent froo of charge. This may be had by addressillg
Dr. IJoo or the DCplIrtmllilt of Agriculture, R aleigh, N. C.
(Dr. Poe "greeo to ,,;ve each .chooL one dollar that will nil!<! Hve doLLano on ·'Ayeocl;.
Scl>ool lmJIrovement Day." )
........ ..... ......... , N. C., ... ,101!).
CLAHENCE POE, Ra leigh, X. O.
Our school raised $ .............. on HAycock School Improvcment Day"
for the purchase of pictures under the plan outlined ill tho April, HUU,
Bulletin of lhc North Carolina DepnrhnclIt of Agriculturo, Raleigh.
Please ~('nd us $1 according to your offer.
(Signed) ........................................ ,
Chairman of School Committee.)
Part III
PLANTIXG AND PRESERVING TREES
A pllrt of the dllY's progrnm should 00 devoted to n. study of the need
for plnnting- trees. shrul)s Hud /lowers, nnd for properly caring for the
snme. Tbis is OIlO wily thnt the ch ildren call make the school IIlId com­mUllity
better. Children should be tnu~ht that "There is no more cer­tain
sllrn, 110 better c"idl'ncc of the illtelligcnec and cultur(' of II com­munity,
the eood tnste of n people of public spirit and domestie virtue.
than is nffordcd by trccs, plnntcd lind maintnincd for the pulllie."
1. WHY SCUOOLS SHOULD PLANT TREES
Venrly p111111il11;5, nccompallied by Ilpproprintc cxcrci!:l(,s, scr,'o to
keep tbe Jlcople continunll.y I'CIIlindeJ of tIle vulue and nccessity of lhc
work of the foresters; IInd 'tlley luwc such 11 fnr-rcuching !'fleet Oil the
cOllllllunity spiri t nnd through thilt on rcollonric nnd 80(:inl bcttcl'lncnt
Lhat 110 community CRII afford to n eglect Arbor Duy.
A c1enn !lnd bcllutiful tOWII is n SQur('c of pride to its citizelJ8 nnd a
coustnnt incentivc to IiiI'm to go on nnd do better. A sio\'cldy town is
upt to mean slovenly illliuhillluts. The cclel)flIlion of Arbor Dny mny
"I'ry well be tbe turning point ill tho attitude of n community toward
its civic duties Hilt! by cOlIscqllellrc toward its soeilll lifo nnd its mnnner
of oondueting business. :Nothillg'so helps 10 beautify n city or town as
tr('es, nnd few thillG;s so r<lucnlo tile people in public spirit and fore­sight
as the care of trees.
The grentest val lie of ArhOl' Day lies in its effect upon ottr nttitude
towllrd the trees thnt, are nir"udy growing; for manifostly there nre
thousands of trees of n:llurnl origin to en!ry ol1e plnntcd by m Ull. The
lwernbrc eiti7.eJI is only now beginning to realize the nceei>Sity for tnking
('lire of th(.'SC trrcs, hn\'ing ncvcr beCore considered 1!J1l1 they needed any
cnrc.-L. C. EceraTd, ,Arbor Day, Circular 8, United Statu POTCJlt
."in/'ice.
2. PLANTING MEMORIAL TUEES
'fhe obS(,rvance of Arbor Duy hegan soon aflcr the Civil War. An­other
lind g rellter Will' hilS come 10 its inevitllble conclusion. T he (JUUSI'
of righteousness, of libcl'ty, of nB thut AmcriclIllII hold denr blls pre­miled.
We shllll SC(lk runny wnys to perpetuate tho memory of those
who made the grent sacrifice. The memorials will tuke many forms.
The nnmes of those WllO hnve fallcu will 00 perpetuntcd by costly monll­ments
and inscribed on ('uduring tablet. Grellt works that serve the
nce<ls of pCllec a lso will doubtless bo dedicated to them.
2.
But along with these memorio!s we eon easily discover ways in which
we may simply and spoulnneously pny Oul" tribute to them. 'YI! clln
keep fresh our memory of what they gUI"Cj and we Clln pcrpctu:1 te their
names in frtmili!1T pinel's. It bas bccu happily sUl!gcsted that we mu,v
do this by adorning wilh ,YOlll1g trees, ellcb named for n flllleH soldier,
our wu.ysidl's, our .vards lind our pleasurc places. And in most of our
States Arbor Day is :1t IItHl(\. This yellr we may gil"e to lh:1t ([,lY n
menlling more profound, a purpose more exalted, yet ulso all associntion
more persollfll.-Da l·id P. JI oldoll, Sccretary of Agriculture .
3. SELECTING MEMORIAL TREES
(The followillg suggestions for selecting and pi:Jlltillg Memorial Trces
wcre recently mndc to tIle Doy Scouls of North Cllrolina h)" the State
Forester, at tIle request of the National Chief Scant. E.xecuti,·e.)
1. Memo,'ial trees should be beautiful, hardy Rnd IOllg li"ed IUld well
adapted to the climate where tlley arc planted. The nati"e o:lks fill
these requirements better tlwn an)' other species. White oak, red oak
alld Southern red oak are well adapted to planting iu our moulltuillS;
white oak lind Southern red oak ar(' best for the Piedmont region; while
li\"e oak, white oak, water ouk, willow oak and laurel auk are the best
kinds for the Coastnl Plain region .
2. Arrangements sllOuld be made to plant the ........ memorinl tree
on the C0111·tholise SqUIII'C, tbe $e11001 groull(l, the churchyard, or otllCr
public ground. 'I'he cooperation of the 10cIII authorities should be
sfleured.
3. :r-.~urs~ry-grown tree~ nrc UStllll!y morc satisfactory, altllOugh cost­ing
morc thnn wild trees from the slll'founding fields or woods. T!H'.Y
have bettpr root s,Ysl('TIIi! and YOll can gCllerally bc sure tinlt tile tree is
tIle killd 'you wish to plant, On the Oth('l' Iwnd, trees secnrpd locally
arc adapted to the climatn and soil, and if selected and IWII(I1ed earefull.y
sh01lld grow Blitisfactoril;y. Trees grown in lhe woods should not be
plullted. They ure slow growing, smnll rooted, small erowned plants
which seldom make satisfl1(,tory shnde 01' ornamcntal tl·ces. Get tllrifty
growing t ree.!! from the open roadsides, old fields 01' horders of woods.
'I'rees growing in the f1111 SUlishine will continue to tbrive in the lItIll­shine
after they have bccli phnted,
4. 'l'rf'cs from four td t(,11 feet high and from one-half to two inches
in di!).meter, two fept hom the ground, should be selected. The side
branclles Ulay be trimmed hnUway lIack, but tbe top should not be
short elled.
5. The 110le sbould he prepnred before t1m tree is dug lip. It should
not be in the direct sllade of other troes. 'Manure may be mixed with
tho eardl in the bottom of the hole, while only fine ri(:h earth should
ho put around the root.'!. Park t.hc earth firmly abou t the tree, lind, if
possiblc, put n mulch of manure on tllf' top of tho soil. [t would be
IH1-dsable to sl'Curc the belp of n ~uccesgful troo pluuter froUl yonr
lleighborhood.
G. In taking Hll n tree for plnntillg Cllre should be t~kf'11 (0 injutc the
rool!! tiS little as possible. Broken roots should be dellll-('ut with II
knife or l)rUllin~ sheurs. Do not let the rools dry-keep them woist
with u wet .I!'lck until plnnled.
7. A 1:1I'go trO(' ~ hould be stnked to keep it, from being looselled by the
wind. Trees should bo watered nbullduntly u fcw times dUI'iug tbe first
sumlner.
4, "PLANT A TREE"
('1'000 recited by 1h'c chUurcn, each taking olle Wlf!!lC.)
J
JIe who pln nta n trce
P I/lilts n hope;
Hoollets up through flbr(!S blindly gropt'.
Lc:lYcs uufold into horizons free;
So mun's life must climb
From the clod3 of time
Into he:lXens sublillll!.
enn'st thou prophesy, thou little 1r('(>,
Whut t he gIOI'Y of thy boughs &hn1i be?
2
He who plants II tree
I'llIn ts n joy;
Plnnts II comfort that will novel' cloy,
]~\"ery day n fresh reality,
"Beuntiful und strong,
To whose shQJtcr throng
Crcatm('s blithe with tIOng,
"If thou cOlild'st but kilOII', thou hnppy trcc,
Of [he bli8S that ~hal1 inhabit th(.'<.l.
3
ITo who plants a tree
IT e plants IlOllec;
Undcr itll ~l'Q('1l eurtuillS jargons C('IlSC;
unf und 1.cphyr murmur l!Oothingly j
Shadows soft with sleep
Down tired eyelids crl.'Cp,
n aLII of slumber deep,
N"e\'cr hast thou drcnnlcd, thou blcsse<l. tree,
Of the benediction thou sha lt be.
22
4
H o who plants !I lree
ITo plllll ts you!ll;
Vigor Wall for centu r ies i ll sooth;
J.ifo of time, thnt hin ts eternity,
Bouglls thf;il' strength nprear,
1\" ow shoals oyer.r year
On old ~rowlhs uppenr.
TllOU shalt teach the ages, sturdy tree,
Youth of soul is immortality.
"Dear li ttle trNl that we plnllt today,
'What will YOIl be wholl we'r€' old and gruy 1"
"Tile Sill-jUgS bank of the s(juilTci unci mouse,
F or robin Hud wren all apnrtment hOllse,
TllI~ dressing-room of the butterfly's ball
Tho IOC,lSt'S Illid katydid's eOlwcrl hall,
The schoolhoy's tent in pienSllllt .JUIlO,
T ho schoolgirFs umbrella in July lIoon,
nlld Illy leal'os sllRll whisper tlJem morrily
A tale at the cllildrcn who planted me."
5. DEDICATION OF THE TREE
(To he rcpetlted \)y all Ihe Illl\Jilfl ill \Julson. aIter the tree lUI!; IJeCll I,\anted.)
\Vc numc this tree for .......... . ....... WllO guvc his life (or who l·Cll-dcred
distingui shed scrvi ('(') for his co untry on the fields of FraMe.
\Va dc<licntc it to his memory and to !lle uso and beauty wllich the
Orca tor intellded it 81101I1d render to the chi ldren of men. We prOlllise
fflithfull)" to wa!er it, to cultivate it, to pfcscrw' it for the ('olllfol-t find
happiness of all who ('omc this WU.i', in ll io hope thnt we and they mny
al11eurJI to ace ill the life :.Iud beauty of trees some reflection of tI le life
lind beauty ~llld goodness of God.
6. HOW TO SELECT TImES FOR PLANTING
BY .T. !:J. JlOLltIES_ STATE ~·ORESn; 1t
Beauty of form sllOulJ be the fi rst considrration, for while tbe form
is seen all the year round tIle beauty of the foliage lasts only 11 few
weeks, ancl ut most on ly half the .vell!_ For instance, the o~ks, elms
and beech IIrc generally to be preferred to tho maples.
Choose native trees for general plall ting, those kinds wl~ich you know
will flourish in your soil und climate.
Select a long-lived trce, if possible one t\Jut will be pretty und eiTcetive
ten years after planting, ha ndsome at fifty yeal·s, stalely Hnd noble at
200 years of age. Sueh are the willow oak, willer oak, white oak, live
oak, sycamore or yellow poplar.
Choose a fairly quick growing species, but don't sacrifice ew~ry other
consideration to rapid growth, by taking silver maple or cottonwood.
unless thnt is essentiul.
Suit your species to your soil, don't put yellow poplar, blnck walnut.
linn or cyprcss in poor, dry, uplund soils .
. Select e"crgreens- pines, spruces, croars or hcmloek, for windbreaks
or to sercen unsightly objects; but deciduous trces, which let in the sun
during the winter and furnish shade in summer, arc more suitable for
positions ncar the dwelling or schoolhouse.
'Inko a II'ee as free as possible from insect pests and other diseast's:
English elm is sl.lbject to the leafbeetle alHI siher maple to the scnle,
For lawn plnnting, whcre tho beautiful effect of u single tre!? is de­sired,
plant a pyramidal (i. e" pointed) tree, such as sweet gum, syca­more,
willow oak, yellow poplnr, hemlock or white pine.
Thc most satisfactory ornnmcntal fO I'eign t.rees for lawll planting are
perhaps the deodar, the Norway spruce, aHd the gingko.
Nut trees, such as pecans Ilnd black walnuts, arc beuutiful llnd useful
around the home, but are not recommended for school planting,
For planting under or among other larger trees, beech, d06\\'00d, and
hemlock are recommCllded. .
Don't buy a tree just because it is chent>. There arc finuy more im­portant
considerations.
7. PLANTING TREES
!IV c n AULES LATIIUOI' PACK , PllF.lnOE;iT OF TilE A~IEU leA;<; tr(lKESTRY ASSOCIATION
In planting n t rce move as many of the roots ns possible, A cloudy
day is better for trnllsplnllLing n tree than II bright sunlly one because
n bright SUIl quickly exhausts the stored-up moisture. An importunt
point is in regard to packillg the earth around the roots, They should
have close contact with the ground, because n tree feeds through its
roots, and therefore every smallest rootlet should 00 {iz'mly in the groulld,
To do this fill ill around the roots with finely pulrerized earth, working
it under and around the roots by hand nlld compuctillg it. If the cnrth
is wetted down tiS it is put in, it will make a much bettcr contact. It
must be remembered thut trees eunllot take care of thcmseh·es. They
need food [llld llttention. 'l'hcrefore prf)"isioll should be made for their
nourishment and for their protection agaiust iusects and other pests aud
against dumage from other cnuses.
Spri ng planting is generally most successful, but if proper caI'C is
takcn, planting late in the fall is satisfuctory. Choose hcnlthy, well­formed
trees. Trees 2 or 3 inches in diameter 8nd" 10 or ]2 feet high
are la rge enough for any purpose. Where smnller trees Can be usW,
they ~e n e rally gi\'e better results, bl!Causc the root system is less dis­turbed
by t ransplantin~. Do 1I0t expose tIle roots to the sun, wind or
frost. Keep wet blnnkets or e8nvas wrnppNl tightly about tbe roots
ulltil tbe tree is ready to be set out; then plant with We lenst possible
delay.
Trim off filly broken, torn or injur('d roots. Use n slmrp pruning
knife and n13ke a clonn, smooth cut. Remove nil broken bl'o nches And
cut back one-hal f to four-fifths of the prel'ious year's branch growth.
The si ze of the lOp musl be proportional to the size of the root system,
or the roots will be unable to supply I'ufficient wntcr and foou for satis­factory
growth. F orest-grown trees ha\'e poor root systems ond must
be !'cyere]y prun('d by removing the {!reoter part of the side bruuches.
Never cut b ~lck the main stem or leolJe r.
Dig wide, deep hol('s. T rees beeollle rootbound und make poor growth
or die if the roots nrc erumpcd or twiste<l. The holes should be 0 foot
or two wider ond deeper than is lleedC'd to Ileeommodate the roots. For
street trees, tIle hole SllOUld 1:e nbout twicc os Inr!!;e ns the root system
I1ctulllly rcquirt's. Pllrtinlly 611 the hole wilh rich loam Ilnd pack it
down welL If poor soil must be IISed, mix with well-rotted mnnure.
Green or partinlly decomposed mnnure will burn the roots oud mm;t
not be tl!red.
Do 110 t plfillt the tree too deep. The upper roots sllonld lie only nn
inch or two decper ill the soil than they grew or igilllllly. S preud ont
tIle roots in thei r Ill1tnrni position I1nd work soil around them, II little
lIt 11 time, compacting it firmly wIth the fingers or 11 pointed stick. Ol!­ellsionally
tllmp it with the foot 80 that no air spaces remain. J\ lflO sec
t.ho t the stem of the trcc is kept perfectly vcrtienl, since any attempt to
strnighten the tree after planting is finishC'd is liable to illjure lhe tree.
The fin al inch or two of soil should be left fine and looso O\'e r the top
of the hole, to Ilct ae n mulch. J ust prior to this last opcl'!ltion, if water
is aVl1 ill1ble, npply it generously to the t ree.
8. THREE LITTLE TREES
(B('('H ntton for II Un.\' ,!:l rt. T hrec ot h('lr C'htll]r('tl ~tlll)(1 1l(,lIr- ulO 111(' rr(!(!s­laughIng.
whlsllCl'iug, tclUng secrcts, c!UJI]J1m; hawls, ctc .. in ]Inutowlmc.)
Way out in the orchard, in sunshine and brccr.6
A-laughing and whispering', p:rt'w three little trees.
And one wns n plum trcc and one was a penr,
Aud on~ was II rosy-checked npple trcc rUf(!.
2()
.\nd a dear little sccret, ns sweet ag could be,
The breeze told one dny to the glad apple tree.
She rustled her little green le!l\"cs all about,
And smilcJ at the plalll, nud the seCf£:t WIIS out.
Tbe plmn told in whispers the penr by the gate,
And she told it to me, so you see it callle straight.
The breezo told the apple, the apple tile plum,
The plum told the peur "Rohin Hedbrcnst has oome."
And out ill the orchard they dunced in the breeze,
And clapped their hUlids IIOftly, these three little troes.
-Journal 0/ lVestern. Ca,wda.
9. WHICH SHALL IT BE?
(R(l(;ltutioll t or four IlUlllIs.)
FIiIST P urn ..
Tf we nrc nil to choose and say
Whnt trN'S we'd like to plant today,
I t Sf.'CIllS to me thnt none could hc
Hulf as good ns 11 Christmus tree!
For surely e\'ClI n b:thy knows
That's where tile nicest candy grows.
Cundy 011 a Christmas tree,
Thnt's whllt pleuses me.
SEco:m P UI'IL.
1'IIInt(ld out, 'twoll ld ncver bCllr,
But lifter 1111. wilY should we curci
The richest thill~ is what we brillg
From SUgllf maples in the spring;
So now I'll set u muplc here,
For Ceast IIl1d frolic every yea.r.
Sugar from n maple Ircc,
That's what pleases me.
TuuUI P UI'IL.
Sweets 11m good most tilly day,
But liS for lI'ces, I'm bound to Slly,
A shag bark tull i9 bcst of u11
When oncc the nuts begin to full;
And so tl hickory tree I'll set,
And piles of fun nnd nuts 1'1\ get-­Nuts
from undcr n hickory tree,
That's whnt pleases me.
FOt"RTH PUPil ..
I shall plant au apple tree,
That's thc best of all fo r mc;
And each khld to suit my mind,
On this one with grafts I'll bi nd,
Ripe or green, the whole ;}'car th rough.
P ie or dumpling, bake or stew,
E"cry way I like thcm best,
And I'll trent .the rest.
~Yottth', Companion.
10. SUGGESTIONS FOR CORRELATION OF TREE STUDY
WITH OTHER SCHOOL WORK
1. nu"wr~o.
a. Outline, ('olor, Ilnd cut-out leavcs and trees.
b. Landscapo skctches of trees.
2. 1Lua: A LEAF SCnEEl\'~
By tacking n squarc piece of chcere-cloth to wooden stays, one above
all(I one below. H ung in sunny window. Childrcn bring ill colored
leaves und pin on tho surccn. Lovely "stained-glass window" r-fT(!('ts
are produced.
!J. To make tho lcaves last, dip in m~lted pnraffiu, and smooth over with
a hot Bnt-iron. Theso may be mounted Oll n stiff pnper to make II
f rieze about the blackboard.
L )fAKE A I ,EAI' COLLECTION.
Press sped mens between ncwspnpers, under weight, such tiS a dic­tionary.
ACter se\'ernl weeks, mount on heavy paper, using strips oC
ndllesivc paper. At bottom write nuwp of tree from which leaf was
tnken (botan ical and common), and also where it is to be found .
This is fl splcudid way to lenrn to knOlv treCS.
5. QUOTATIOS EXJo;ttCI SE.
Number a set of cards, one for each pupi l. On each write a good
quotation shout trees. lIfix nlld distribute. Give timc for each pupil
to learn his quotation. Theil enll for by number, beginning 1, 2, 3,
etc. Collect, mix, and redistril.llltc. This cxercise is much cnjoyed.
6. LANOUAGE ANU Ul:ADrNo.
This manual contains n list of titles Cor discussioll and composition
work. Selectioll9 about trees should be lISed 8S rending ICSSOll9 for
Bc\"ora! weeks preceding Arbor Duy.
~Ethellleed J asspon.
Z7
..
11. THE OLD NORTH STATE
DY WILLIAU GASTO~
Carolina! Carolina! TTca\'cn's blcasings attend her!
While we li"e we will cherish, protect and dcCend her;
Tbou~h the s:'orner mny sorer at and willings dcrame her,
OUT hetirts swell with gladness whenever we Ilame heT.
Hurrah! TTurrnh! tIle Old North Stnte fore"er!
IIurrah! Hurrah! the good Old North State!
Though she eln-ies not others their meri ted glory,
Say, whose Ilamc stands tIle foremost in Liberty's story!
Though too tnlc to herself e'er to crouch to oppr(\ssion,
Who can yield to just rule more loyal submission'
TIurrah, etc.
Plain and artless her sons, but whose doors open fnslcr
At the knock of a str:m~er, or thc laIc of disasterl
How like to the rudeness of tilCir dear nllti"e mountains,
With rich ore ill their bosoms and life in thei r fOUlitains.
ITmruh, ctc.
And hcr daughters, the Queen of the }~orest rescmblinlj­So
A'raceful, so cOllstnnt, yet to gentlest breath trembling;
And true li!!htwood Ilt henri, kt the mnteh. be applied them,
TIow they kindle nnd Hnme! O! none know but who'\'e tried them.
Hurrah, etc.
Then lct all who lo\'e us, loye the land thnt we live in
(As happy a region ns on this s:de of ITef\"cn),
Where Plenty and Freedom, Love and P(,flce smile before us,
Raise aloud, raise together the heart-thrilling chorus!
nurrah! TTurrnh! the Old North State (ore,-crl
11 urrah! IT urrab ! the good Old North State!
I
· q'W{OI.J~
~MPHLET BINDU
== Sy,",",. , N. Y. S'o<k'o~ . CollI.

PROGRAM OF EXERCISE FOR NORTH CAROLINA
DAY FRIDAY, DECEMBER/9, 1919
-
I
/
11.·l~ZOY
North Carolin. St. t. Libr;.ry
aaI.igh
N. C
DOc.
North Carolina Day
Aycock School Improvement Day
PROGRAM OF EXERCISES
FRIDAY, DECEMBER 19
1919
"T~ .oto"i right 61 .".." A,,01', u>
I>o\TLEY AYCOCK IN THE
PUBLIC SCHOOLS O"~ TAE STATE.
/(CBo/vca 11/1 thc SelJalc, 1116 J{OU80 01 RcprcsClilallvcB COllcurring:
Wherens the people or North enrollnu lln,-e just rc.,lstered by nn over­whelming
mnJority Ihelr nllllro\"nI or a ehunge In tile Constitution ot tbe
Stnte to Increuse the minimum scllool term In every pullile school ulstrlet
from four 10 six month~; nnd
Wherens lhe State should recognIze thnt the triumph ot tbls metlsurc I~
dul' In 110 smull (leg-ree to tho Inbors or the lute " 1~duentionR I Governor of
North CltI"OthUl,'· Ch nrles Urnntiey Aycock; und
WbereRS It I.s dcslrnble, In ortler further 10 strcngthcu nnd dcvelol) our
Imblle SChool SYSh!lll, thut tile Ilutrons of the schools should u!:IS(!mble nnd
counsel togcther from time to time ou mntters rclutlng to the belJt Inier-cst!:i
ot thc schOOls: Therefore, be It
UCBo/ved:
S~:cTIO~ 1. 'I'hnt liIe Stnle Superintendent ot Pnhlle I nstruction Is hereby
nuthorlzetl nud emlJoOWered to nrrum:e for the olJsen'uncc lIy ull IlIltrOlls nnd
pupils of 011 Imhlle schools In this StrHe In Ko,·emher of Ihls year Ihe I' IXUetll
nnnl\"crsury of Ihe 1I1rth ot Clmrles DrllutIcy Aycock. on stich dnte IlII mny be
se!ecled by such Stn le Superlntcndent of l'ullIle lnl'I"ogrcssive FU'I"mer.
CONTENTS
A SU!,'g('sted Program ......•........
SOllg-"AwedCIl" •.............................
P.AlIT 1. C U ARLF.S B ItANTI.EY AYCOCK.
1. I lls I'AIucution ............................ .
PAn!':
• 6
2. ,\ ]'cock as n P dnlte Clllr.cn .............. ...................................................... .
7
6
3. The Educntlonul Gor cl'1lor ............................................................................ 10
4. Ulll \'crsn\ Blljl(:lItlou ............................•......................................................... 11
5. I~du listell('d
until his eonr!nsion." Il is (>nrncstll('S~J sineeritr. lind dir('ctlU'ss in
dC'bntc compelled attention. His IIchoolmates rcenll that at tho dcelama­l
ions on Fridoy nflcrnool1s, wh('n dl'cilliming som~ of the old lllllst.cr·­pie('
e~ with which all the ~('hoolbo.ys we're fnniliur, he seClI1pd to mllkc
tbem II;s own, lind to be nLlc to gC't hold of his Iludiellc/i' us well Hs if he
W('fC mnking n spe(>('h 1I11lt he Ilad composw, suiTnull' for the oecl\.Sion.
Thr \{'Ilchcrs and children of other schoolrooms would throng the hllll
to !lenr iJiw.
At l\i118101l, young Aycock lUlU the f:!ood forhme to C'ome ullder the
infiu('nce of II LUllst('rfui tencher, Rev. J oseph 11. Foy, who quickly reeag-­nized
his pupil's superior nbiiilics, ami too1..~ great pride in dircity and
after securing his iic('use ue Illude his home ill Goldsboro, w\lcre lIe
settled down to prHctic(' his profrssioll. lie had n hurd time of it ut
fir!;l but it" \\'ol'ked hard nnd made his Wily to the top. The first 'yoar
he mnde only $144. "1 wOI'ked night :1I1ll duy," said he, "to make it.
I paid twehc dollars n month for my b0111"{1 fl.1H.l borrowed the moucy
to pny for my clothes. I mude $14-}, uuu that is all I ought to ha\'e
made,"
The State nt that lime WIIS just beginning to I'f'bllild its Jlublie school
system, lind the ,voung lawyer, who fully rcnlizf'd the lJecd of bcltrr
educntionul facilities, gave his counly hill full SUllPCl1't. As:) rC~1I1t, in
1881·82 he was sell-cted ns tho first CU1Ult,Y Sllperilltendcllt of Schools
for his Imti,-c cuunty. H is nllLil"c tOW1I, Goldsboro, w~s :11~0 :\rollsed
on tllc sub.iect of edncntioll, und ill 1882 it established the flrst grndcd
sdlOol in the Htale, with E. P. Moscl) n5 Superintenden t. .L\ycotk W[lS
mnde a member of the bonn] of trustees, unci for sCI'crnl ycurs he sCI','cd
his community ill this cnpueit)',
T hese !lets of his indientc his interest in public affairs, Jo'rom the
first lie was a lltlblic citizen, seeking to improve commullit,f conditions
and to make the public betler and more prosperous, T herefo re he
nlways took n deep interest in politics, li e regarded it as the duty of
el-ery citizen to lnke part in puLlie affnirs, ·While u young mun h.e
spoke often on poli tical questions ill his OW1I county. His repul:ltion us
n pllblic speaker Boon exteuded all ovcr the State, and he rt;cei'·e:.c people ueithm' wear clOthCOl nor dwell tn
hou:;es. They iea\'c Goo out of cousidcratlOIl in tileir estiltU!te of life, anti a re
knowu to us liS su\'ugcs."
Aycock 1111d pledged the peoplc that Ilc would keep the public schools
open for four months ill each ,"cur, At the end of his term he wus a ble
to suy :
"Todu," we CUll houst for tile first tillle In the llh;tory of the SUIte that we
hu"c rC(ll'ClIlctl no\' p!edc:e, kellt fHill! with the people, :lnd wadc pro\'!sloll
for all the c hi ldreu, It the Child is bUm), we huve teucllerS reauy to Ol,eu
ilIa CYf's. If h ... Is deaf. he (!UH 1)(' Hlught 10 speak. Ie lie Is rdellu~e"s ,lud
1.1001', the schOOlhouse dOO!' ~IIlUtls wi{le OIJtJU to I'hed its g('lIlu[ warwth upon
him."
10
4. UNIVERSAL EDUCATION
(A deelulIlution.)
aDAI'TED FRO!>! CIflo. IIJ.F.S 1I . ,\YCOCK'S "THE SOUTIl 1<1'.11.\1 1>'1:>;0
ITS I'RESTlGE."
We hu,'c ill the South todny onr niBs, our Lamnrs, our Becks, our
Vests, our Vances and our Hnmptons ; but no mall eilll go throughout
the country and lny his hand on the hC~ld of nny Sil1glc cilild alld sa ....
thnt here is n Lamnr, bere is !l Vance, or a Vest, or n ITill, or a iJUIUP­ton,
or a Beck. It is the busillCSS of the schools to fiud for us these
splendid children Rnd develop them into these great lenders. If I be­lieved
in universnl educutioll for no other renSOIl, this would be to 11Ie
a sufficient olle. But thero arc other rensons. We must ed ucate overy­body
in our respective neighbo rhoods in order that we Illay have the
benefiL of competition nnd npprrciu ti oll. YOll mu,)' ed ucate your son
lind dttnghter to the f\lllest extent possilJlc, giv ing to them the ICIII'uing
of ull tllo world, and after tJwir ('(\ucatiOll put. them in a commuJlit.}'
wh('fc OICro are no other rduentl'd peoplr, and they will f:'l il to dC\'clop
and c:row as t!in ' would if lll('v livl .... l in a cOlllmuujty where there W:lS
gcne;al (;ullure .• The man ","h~ stullds easily head n~d shoulders :'Iboye
his ncigl1bors will never bfl very tall. .If he is to Imrpf\!ol~ his neip;hlmfs
and be relllly g'rcat he must have lI cighbors who arc almost g'rcnl thcm­seh'cs.
lic cannot work out of himself the best the ro is in him uDtil
he is forced to do so by the competition of others almost or qui te us
st rollg ns he. 'Vlwrl tho trn illers of horses sought to rcd uce tIle time in
which it took to trot a mile, they did llot go mal pick ont it pnrtirular
colt ulld trnin him Cor the 1nwk, bllt the trnill ers all over the world
wcro dCYoloping colts. Ton thOWland of them wl'lre trllined, until )'('ur
by year the record W:1 5 lowered; nnd when at last 10\'01'8 of horses wanted
to reduce the reco rd below two minutc.~, nftor tra ining thonsands of
horse'S fOI' 1ho purpose, they found ono which they t hought conld n'~eom­plish
tho tnsk. They did not put ho" all the t"!!ck ulone, but with two
running horses ridden by boys, who with whip and spur IJrcssed them
on the lK'Cls of tho trott ... r, tlrove her 10 her utmost. speed, al'omed he"
spirit of yiclor,\", maddened her with tho fear of defea t, until ill OM last
mnd burst. she broke the world's reeord to ] :5Slh.
Men must win tboir grent victories niter tho Sllllle fa shion. In th(­!'
nee of life, if tlley !I re to win ft victory worth winning they must 1'1111
against thorollg-hbrcd s. If we pass \IlHler Lhe wire ahend of a scrub,
there is 110 IlOilOI' in it.
It is ('(\IlCatioll that finds and brinl!:S Ollt for us the lIoblest nnd be.~t.
It stimu lH t~s thcse best to tllll utm ost exertion and fullest development
by putting them in competition with oihers just ns well trained ns them­seln>
s, !\lId it gi\-cs to us the noblest und most npp1'ecintivc audiences.
When this thought slinn become the gu iding thought of the South , nnd
11
our school tcnchers sh:111 work nil the time to their ,[tmost, until every
SOli and daughter of the South is the thill!; thnt God iutended, then, and
not \Intil then, shnU we take our rightful place in the Americun Union.
5. EDUCATIONAL PROGRESS UNDER AYCOCK
Ayeock became Governor ill IDOl; his term closed in l!}O!"i. The fol­lowiug
lablo shows the eUucatiOll!l1 progress under his administration:
,000
~~h("M'l1 tC'rm (t\"~ks) .. _ .•.... ........•. .............. 11.6
i'UllI[ler locnl tux dl ~ lrl("\lt. _.. ... _.. . .............. ao
1t1l1,.;e(1 hy iocnl hlxutlon .. _ ...... , ................. $1::\:j.01l0
l'ul"1c s~hool tun,j... . , ....... , ...... " ... .. _. Ho-2.'0~
,"nlue IlnlJlic sehool lU·OIICI·t.\' ... , _. .............. $J.lt,.'l.~11
Spent tor new IIOU8CI1.. $;:.(I.20i
NUlulocr 10;': hou~es .......... , 1.1:t!
nl~lrlcts wIthout hOll~l'>!, 0;;:-:
School IJOlmlution ............. ............... G5!l(l2l)
Eut'()llmeuL ......................... 'IUlJAri2
AI·erUj.:e IIltelltlnnco ............ ,...... ..... 206,~l\S
8ntHY white tell ('hcr~....... . ........ _.~_._.. ~:!-t.OO
:-;n\U1ICr 8aid: ""~hcu I WIlS Go'·crIlOT of XortL
Carolina I made speeches all o\·er the State. I CIIIIVIlSSN the Stnte for
four yeurs in behalf of the children right straight Illonp,'. Sometimes on
Suudny tltey Rsked me down to tho ('hurch to talk, and 1 nlwu.y~ talked
nbout education. "
lIe got no fllrtite ". \Vith "Education" as the Il1st wOl'd thnt fell from
his lips, he thl'Cw up his hnnd!OBsiblc in thfl smull
districts. 'ruesc are some- of tlLe ndvunlllgcs thllt have grown out of the
patriotic scr\'it-'C of the late CLnrlas nr:lllticy .:.\ ycoe.k.
8. CAROLINA
(A l'P("ltnt loll.)
F RO)'I "oAnor,INA," rn: T I !O.l.lA!; w. lJ ARRI NQTUS
On roliuu, lllO prido of my bosom,
CnrolillR, the land of Iho frcrl!llcnllllivc l!llpl!. to be .electro by !hlt Ichool.
Dr by 1tOme llMron or f riend of the aehool. Th ~ qu(!tlion. ah<>uld be an ... ere ful!?
2. Does ~'Oll r town or communit .... provide fol' and (·nrr;v out fr un effective n ou nl of Trade or Chullliw!' of Com­U1('
I'('e'
S. H ne il n COllllll uni ty ]3ctL('l'lIlcut Association ?
9. ll ns it (Iii aU-time Pllbli(' llcnlth oflk.'cr Imd elTcetjn~ phlIIs for
l'ufol'cing publ ic health I'cgulatiollsi
10. noes it haye a Y. 11.. O. A.?
11 . nO('s it havc a Y. W. C. A.?
]2. Are the rwhool buildings i ll yOl l1' cOUllllunity used as IIIwin i (,(,1 1icI'9?
]3_ I n what way doeJl yonI' town coo)Jcrnte with the peorlo ill IIcnr-b.'-
ruml
effecti\'el,y in your county1
7. lIu\'e you a successful county fair?
S. Docs your couuly hu\'o community fuirs?
o. DoC's you!' coullty select for its officials men who llelp the COUllt.v
fonl'urd ill public interests ~
JO. fs the compulsory scllo01 atteudanee law being enforced in your
commullity?
11. Al'O tho pcople ill your county gainiug in tempcranoe and
mOI'ality ~
12. is yonr count)' properly supporting farmers' iustitntes?
13. Are ilistillltes being held in ,your county for fit rill womcu us well
us for the mcn1
H. lJave .\"On coru clubs for the boys IInu cRnningll {'lulls for lIle girls
or other similar orgallizalions!
HI
15. Has your community shown sufficient illtercsL in the fnrmers' (lO­operaliy(!
demonstration work to rcooi\'c its udl'nlltllges for your
farmers ?
16. H as your school n good librnry1
17. n ave all the schools of your eOlluty good libraries?
18. H as your school scctlfl'd good pictures for usc ill its rooms f
19. Docs your county employ all all-time hcalth officerl
20. Is tile health of the school children of your COllllty bowg propcrl.v
enred fod
17
•
5. HO! FOR CAROLINA!
ny \\'ILl.lAM H. HAIUlt:J.r.
Let no heart in 80lTOW weep for other cluys;
Let no idle drcnmcr tel! ill melting lays
Of the morry meetings in the rosy hawN!!;
For there is no lund on earth like this fnil' land of OUTS I
GRORUS
ITo ! for Carolina ! that's the Itll1d for lIle;
Tn h OT IUIPPY borders ronm the bravo find free;
And her bright-cycd duughters nOllO can fnirer be;
OIl! it is fI Inlld of 101'0 und sweet liberty !
Down in Carolina grows the lofty pine,
And lJef groves and for this fnir ](\11(\ of oms!
ClIOIWS
ITo! fOI· Oarolina! thnt's the land for me;
In her IHlppy borders roam t.11Q bJ'lwe lind free;
And her bl·igllt-cyN.! daug!Jters !lone enn fnirer be;
Oh! it is u lu nd of lovc und sweet liberty!
IS
6. WHEllE INFORMATION MAY BE SECURED
1. TI o'v to 8eool lmJIrovement Day." )
........ ..... ......... , N. C., ... ,101!).
CLAHENCE POE, Ra leigh, X. O.
Our school raised $ .............. on HAycock School Improvcment Day"
for the purchase of pictures under the plan outlined ill tho April, HUU,
Bulletin of lhc North Carolina DepnrhnclIt of Agriculturo, Raleigh.
Please ~('nd us $1 according to your offer.
(Signed) ........................................ ,
Chairman of School Committee.)
Part III
PLANTIXG AND PRESERVING TREES
A pllrt of the dllY's progrnm should 00 devoted to n. study of the need
for plnnting- trees. shrul)s Hud /lowers, nnd for properly caring for the
snme. Tbis is OIlO wily thnt the ch ildren call make the school IIlId com­mUllity
better. Children should be tnu~ht that "There is no more cer­tain
sllrn, 110 better c"idl'ncc of the illtelligcnec and cultur(' of II com­munity,
the eood tnste of n people of public spirit and domestie virtue.
than is nffordcd by trccs, plnntcd lind maintnincd for the pulllie."
1. WHY SCUOOLS SHOULD PLANT TREES
Venrly p111111il11;5, nccompallied by Ilpproprintc cxcrci!:l(,s, scr,'o to
keep tbe Jlcople continunll.y I'CIIlindeJ of tIle vulue and nccessity of lhc
work of the foresters; IInd 'tlley luwc such 11 fnr-rcuching !'fleet Oil the
cOllllllunity spiri t nnd through thilt on rcollonric nnd 80(:inl bcttcl'lncnt
Lhat 110 community CRII afford to n eglect Arbor Duy.
A c1enn !lnd bcllutiful tOWII is n SQur('c of pride to its citizelJ8 nnd a
coustnnt incentivc to IiiI'm to go on nnd do better. A sio\'cldy town is
upt to mean slovenly illliuhillluts. The cclel)flIlion of Arbor Dny mny
"I'ry well be tbe turning point ill tho attitude of n community toward
its civic duties Hilt! by cOlIscqllellrc toward its soeilll lifo nnd its mnnner
of oondueting business. :Nothillg'so helps 10 beautify n city or town as
tr('es, nnd few thillG;s so rSity for tnking
('lire of th(.'SC trrcs, hn\'ing ncvcr beCore considered 1!J1l1 they needed any
cnrc.-L. C. EceraTd, ,Arbor Day, Circular 8, United Statu POTCJlt
."in/'ice.
2. PLANTING MEMORIAL TUEES
'fhe obS(,rvance of Arbor Duy hegan soon aflcr the Civil War. An­other
lind g rellter Will' hilS come 10 its inevitllble conclusion. T he (JUUSI'
of righteousness, of libcl'ty, of nB thut AmcriclIllII hold denr blls pre­miled.
We shllll SC(lk runny wnys to perpetuate tho memory of those
who made the grent sacrifice. The memorials will tuke many forms.
The nnmes of those WllO hnve fallcu will 00 perpetuntcd by costly monll­ments
and inscribed on ('uduring tablet. Grellt works that serve the
nce,
Whut t he gIOI'Y of thy boughs &hn1i be?
2
He who plants II tree
I'llIn ts n joy;
Plnnts II comfort that will novel' cloy,
]~\"ery day n fresh reality,
"Beuntiful und strong,
To whose shQJtcr throng
Crcatm('s blithe with tIOng,
"If thou cOlild'st but kilOII', thou hnppy trcc,
Of [he bli8S that ~hal1 inhabit th(.'. There arc finuy more im­portant
considerations.
7. PLANTING TREES
!IV c n AULES LATIIUOI' PACK , PllF.lnOE;iT OF TilE A~IEU leA;